Sunday, December 9, 2007
Solider Life Lesson
Soldier Life
Grade 5
1. Theme/Title of the day’s lesson with a brief description:
- Soldier Life- Students will learn about life of the soldiers during the Civil War. In addition, they will read letters from soldiers to their families.
2. Materials/resources needed:
- Letters from Charles Goddard (2 of them)
- Letter from Charles Goddard’s mother
- Blackboard and chalk
- Paper
- Crayons, markers or colored pencils (class set)
3. Goal(s) for today’s lesson
- Student will read letters home from Charles Goddard to learn about soldier life during the Civil War.
4. Objectives for today’s lesson:
- Upon completion of this lesson, students will know what soldier life was like during the Civil War.
- Upon completion of this lesson, students will draw a picture of their sleeping quarters as a solider.
- Upon completion of this lesson, students will write a letter home as a soldier or a letter to a soldier pretending to be a family member at home.
5. Procedures
a. Introductory experiences (5 minutes)
- Recap with the students about what they learned about the Civil War.
(Student answers should be centered different battles or important people. Examples: Fort Sumter, Gettysburg, General Grant, or President Lincoln)
b. Developmental experiences: (35 minutes)
1. Write students' ideas about solider life on the board in one column
(*Ask the students what they think soldier life was like on camp. What kinds of things did they do? (5 minutes)
-Student answers examples: games, hanging out, writing letters home)
2. Make a second column with what soldier life was really like.
(Boredom, home sick, small quarters, canvas tents little amounts of food and what food they had was not very good, sickness, no showers, poor hygiene* (3 minutes)
3. Ask the students what kinds of information they would include in a letter home to their family. (5 minutes)
*Student answers: about friends, what they have been up to, what kinds of things they eat, what they miss about home*
4. Pass around the letters by Charles Goddard this will give the students an idea of what soldier’s letters really looked like. (5 minutes)
5. Have the students pretend they are a soldier in the war or a family member at home. Next have them write a letter as that character. Have them include a drawing of what their sleeping quarters looks like. Their pictures should reflect the new information they have learned today about soldier life. (17-20 minutes)
c. Culminating experiences (5 minutes)
- Discuss with the students what kinds of things they put in their letter and in their drawing.
(*Answers should reflect the new information that was presented in the lesson*-boredom, home sick, small quarters, canvas tents little amounts of food and what food they had was not very good, sickness, no showers, poor hygiene)
6. Assessments used during lesson:
*Correct answers to recap of the Civil War
*Correct information that reflects today lesson when they write their letters and draw their pictures
Grade 5
1. Theme/Title of the day’s lesson with a brief description:
- Soldier Life- Students will learn about life of the soldiers during the Civil War. In addition, they will read letters from soldiers to their families.
2. Materials/resources needed:
- Letters from Charles Goddard (2 of them)
- Letter from Charles Goddard’s mother
- Blackboard and chalk
- Paper
- Crayons, markers or colored pencils (class set)
3. Goal(s) for today’s lesson
- Student will read letters home from Charles Goddard to learn about soldier life during the Civil War.
4. Objectives for today’s lesson:
- Upon completion of this lesson, students will know what soldier life was like during the Civil War.
- Upon completion of this lesson, students will draw a picture of their sleeping quarters as a solider.
- Upon completion of this lesson, students will write a letter home as a soldier or a letter to a soldier pretending to be a family member at home.
5. Procedures
a. Introductory experiences (5 minutes)
- Recap with the students about what they learned about the Civil War.
(Student answers should be centered different battles or important people. Examples: Fort Sumter, Gettysburg, General Grant, or President Lincoln)
b. Developmental experiences: (35 minutes)
1. Write students' ideas about solider life on the board in one column
(*Ask the students what they think soldier life was like on camp. What kinds of things did they do? (5 minutes)
-Student answers examples: games, hanging out, writing letters home)
2. Make a second column with what soldier life was really like.
(Boredom, home sick, small quarters, canvas tents little amounts of food and what food they had was not very good, sickness, no showers, poor hygiene* (3 minutes)
3. Ask the students what kinds of information they would include in a letter home to their family. (5 minutes)
*Student answers: about friends, what they have been up to, what kinds of things they eat, what they miss about home*
4. Pass around the letters by Charles Goddard this will give the students an idea of what soldier’s letters really looked like. (5 minutes)
5. Have the students pretend they are a soldier in the war or a family member at home. Next have them write a letter as that character. Have them include a drawing of what their sleeping quarters looks like. Their pictures should reflect the new information they have learned today about soldier life. (17-20 minutes)
c. Culminating experiences (5 minutes)
- Discuss with the students what kinds of things they put in their letter and in their drawing.
(*Answers should reflect the new information that was presented in the lesson*-boredom, home sick, small quarters, canvas tents little amounts of food and what food they had was not very good, sickness, no showers, poor hygiene)
6. Assessments used during lesson:
*Correct answers to recap of the Civil War
*Correct information that reflects today lesson when they write their letters and draw their pictures
Handouts for Charley Goddard Lesson
Important Dates for Soldier’s Heart
By Gary Paulsen
(Handout 1)
Please make sure and read 2 chapters a night. The dates below are just benchmarks to keep you on track. Along with your readings please make sure and write down 2 things that you learned or thought was interesting from the reading for the night.
December 6th: Receive book and start reading
- Read foreword and chapter 1.
By December 11th: Have read through chapter 5
By December 14th: Have the book finished.
December 14th: Begin unit project on Soldier’s Heart.
December 21st: Presentations of final project
Be ready for discussion of the book everyday. The schedule is set up to read 2 chapters a night. Make sure to stay on top of your reading so you don’t have a lot to do in a short period of time.
Reminder: Reading ahead is always ok!
Final Project!
(Handout 2)
- The choice is yours! You can either create a journal, book report, or paper related to Soldier’s Heart.
- All projects will be presented at the end of the unit. Make sure you are ready to share with your classmates.
- What needs to be included in the final project:
o Journal
-Pretend that you are a friend of Charleys and write about your experiences in the war. The journal should consist of 6 well written entries. The journal can include letters home, what happen that day, what you are expecting for the next day. This assignment is very open.
o Poster
- The Poster should include events and information about the Civil War. The events can include events we talked about in class or others that you have researched. Make sure to include at least 2 events that were talked about in the book.
o Book Report:
-This will be a 2 page paper about the book. It should include a brief summary, what you liked and disliked, information that you learned and anything else that you think should be included. The paper should be 2 pages double space, with 12 point font.
By Gary Paulsen
(Handout 1)
Please make sure and read 2 chapters a night. The dates below are just benchmarks to keep you on track. Along with your readings please make sure and write down 2 things that you learned or thought was interesting from the reading for the night.
December 6th: Receive book and start reading
- Read foreword and chapter 1.
By December 11th: Have read through chapter 5
By December 14th: Have the book finished.
December 14th: Begin unit project on Soldier’s Heart.
December 21st: Presentations of final project
Be ready for discussion of the book everyday. The schedule is set up to read 2 chapters a night. Make sure to stay on top of your reading so you don’t have a lot to do in a short period of time.
Reminder: Reading ahead is always ok!
Final Project!
(Handout 2)
- The choice is yours! You can either create a journal, book report, or paper related to Soldier’s Heart.
- All projects will be presented at the end of the unit. Make sure you are ready to share with your classmates.
- What needs to be included in the final project:
o Journal
-Pretend that you are a friend of Charleys and write about your experiences in the war. The journal should consist of 6 well written entries. The journal can include letters home, what happen that day, what you are expecting for the next day. This assignment is very open.
o Poster
- The Poster should include events and information about the Civil War. The events can include events we talked about in class or others that you have researched. Make sure to include at least 2 events that were talked about in the book.
o Book Report:
-This will be a 2 page paper about the book. It should include a brief summary, what you liked and disliked, information that you learned and anything else that you think should be included. The paper should be 2 pages double space, with 12 point font.
Charley Goddard Lesson
Charley Goddard
Grade 5
1. Theme/Title of the day’s lesson with a brief description:
- Charley Goddard – Students will watch a short video on "You Tube" with pictures of the Civil War. In addition to the video, the students will receive their book assignment for the unit.
2. Materials/resources needed:
- Class set of the book Soldier’s Heart by: Gary Paulsen
- Class set of Charley Goddard Eulogy
- Class set of Charley Goddard Obituary
- Pictures of Charley Goddard
- Computer for “You Tube” video
- Class set of handout to go along with Soldier’s Heart
3. Goal(s) for today’s lesson:
- Students will understand who Charley Goddard is in relation to the Civil War.
4. Objectives for today’s lesson:
- Upon completing the lesson, students will understand their responsibility of finishing their unit project related to the book Soldier’s Heart.
- The students will generate responses to the “You Tube” video that focuses on points of interest.
- The students will form an understanding of who Charley Goddard was.
5. Procedures
a. Introductory experiences (5-7 minutes)
- Recap what they learned yesterday with questions related to the South's succession.
* (Why did the South leave the union?- slavery, states rights, President Lincoln)
* (When did the South leave the union? - 1860)
* (What was a huge reason that made the South leave? – Election of Abe Lincoln)
* (How many states succeeded from the union right away? – 7 states S. Carolina, Mississippi, Florida, Alabama, Georgia, Louisiana, Texas)
b. Developmental experiences:
1. Tragedy of the American Civil War video on “You Tube”. (10 minutes)
* (Before showing the video explain to the students that they should watch and write down 3 things that caught their attention and why. At the end of the video they need to be ready to share their points of interest)
*Follow-up with a discussion of what the students noticed in the video and why
2. Introduction of unit project: (SEE HANDOUT) Soldier’s Heart (10-15 minutes)
- Hand out the books to each student
-Introduce author – Gary Paulsen
* Left home at 14 to join the circus
* Not big into school but loved reading
* Wrote his first book while living in Minnesota
* Got into dog sled racing but had to quit because of his illness
* Has written over 175 books
* Newberry Honor winner for the book Hatchet, Dogsong and The Winter
Room
- Read back of book to students
- Unit Handout for Book
*Read it out loud to the students
*Make sure the students know that they are instructed to read the foreword and Chapter 1 for homework tonight
3. Introduction of Charley Goddard
- Hand out obituary and eulogy of Charley Goddard.
- Have the students read the obituary silently. When they are done talk about what they have read. Any interesting facts they learned?
* (Probably will talk about where he is from and when he died)
- Next, read aloud as a group the Eulogy. Pick one student to start reading and then that student can pick another person after they have read at least a paragraph.
*(Some of the students like to read more that is fine)
-Help the students with words or sentences that are confusing. The Eulogy is a little difficult to understand.
- Help the students make sense of the Eulogy as the students read on. Put it in terms that they will understand, even if questions are not asked.
- Pass around the picture of Charley Goddard so the students can visualize what he looks like. (The pictures were taken right after the war ended)
- This activity is meant to give the students a glimpse into Charley’s life before they start to read the book.
c. Culminating experiences (closure)
- Answer any questions the students might have related to today’s lesson.
- If there is time left over allow the students reading time.
6. Assessments used during lesson (Formative/Summative, if applicable):
- Questions and Answers about yesterday’s lesson.
- The student’s responses to the “You Tube” video.
Grade 5
1. Theme/Title of the day’s lesson with a brief description:
- Charley Goddard – Students will watch a short video on "You Tube" with pictures of the Civil War. In addition to the video, the students will receive their book assignment for the unit.
2. Materials/resources needed:
- Class set of the book Soldier’s Heart by: Gary Paulsen
- Class set of Charley Goddard Eulogy
- Class set of Charley Goddard Obituary
- Pictures of Charley Goddard
- Computer for “You Tube” video
- Class set of handout to go along with Soldier’s Heart
3. Goal(s) for today’s lesson:
- Students will understand who Charley Goddard is in relation to the Civil War.
4. Objectives for today’s lesson:
- Upon completing the lesson, students will understand their responsibility of finishing their unit project related to the book Soldier’s Heart.
- The students will generate responses to the “You Tube” video that focuses on points of interest.
- The students will form an understanding of who Charley Goddard was.
5. Procedures
a. Introductory experiences (5-7 minutes)
- Recap what they learned yesterday with questions related to the South's succession.
* (Why did the South leave the union?- slavery, states rights, President Lincoln)
* (When did the South leave the union? - 1860)
* (What was a huge reason that made the South leave? – Election of Abe Lincoln)
* (How many states succeeded from the union right away? – 7 states S. Carolina, Mississippi, Florida, Alabama, Georgia, Louisiana, Texas)
b. Developmental experiences:
1. Tragedy of the American Civil War video on “You Tube”. (10 minutes)
* (Before showing the video explain to the students that they should watch and write down 3 things that caught their attention and why. At the end of the video they need to be ready to share their points of interest)
*Follow-up with a discussion of what the students noticed in the video and why
2. Introduction of unit project: (SEE HANDOUT) Soldier’s Heart (10-15 minutes)
- Hand out the books to each student
-Introduce author – Gary Paulsen
* Left home at 14 to join the circus
* Not big into school but loved reading
* Wrote his first book while living in Minnesota
* Got into dog sled racing but had to quit because of his illness
* Has written over 175 books
* Newberry Honor winner for the book Hatchet, Dogsong and The Winter
Room
- Read back of book to students
- Unit Handout for Book
*Read it out loud to the students
*Make sure the students know that they are instructed to read the foreword and Chapter 1 for homework tonight
3. Introduction of Charley Goddard
- Hand out obituary and eulogy of Charley Goddard.
- Have the students read the obituary silently. When they are done talk about what they have read. Any interesting facts they learned?
* (Probably will talk about where he is from and when he died)
- Next, read aloud as a group the Eulogy. Pick one student to start reading and then that student can pick another person after they have read at least a paragraph.
*(Some of the students like to read more that is fine)
-Help the students with words or sentences that are confusing. The Eulogy is a little difficult to understand.
- Help the students make sense of the Eulogy as the students read on. Put it in terms that they will understand, even if questions are not asked.
- Pass around the picture of Charley Goddard so the students can visualize what he looks like. (The pictures were taken right after the war ended)
- This activity is meant to give the students a glimpse into Charley’s life before they start to read the book.
c. Culminating experiences (closure)
- Answer any questions the students might have related to today’s lesson.
- If there is time left over allow the students reading time.
6. Assessments used during lesson (Formative/Summative, if applicable):
- Questions and Answers about yesterday’s lesson.
- The student’s responses to the “You Tube” video.
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